SITT: Game changer in teaching profession

DAR ES SALAAM: THE Dar es Salaam University College of Education (DUCE) is leading the implementation of a 30-month Strengthening Teacher Professional Development and Mentorship (STPDM) project aimed to address challenges faced by teachers in teaching complex subjects.

Funded by Global Partnership for Education – Knowledge and Innovation Exchange (GPE KIX), STPDM uses the School-Based In-service Teacher Training (SITT) model whereby teachers integrate SITT elements in teaching and learning.

Aside DUCE, other key partners involved in the smooth running of the project are HELVETAS Tanzania, Kibabii University from Kenya and the University of Juba (South Sudan) where similar project activities are being conducted.

The SITT model is a game changer for teacher professional development which supports practice-based teacher mentorship programmes by training mentor teachers to coach and mentor fellow teachers through peer learning exchange, model lessons and team teaching.

According to HELVETAS Project Manager Mr Donatian Marusu, he mentioned all elements of SITT as Peer learning, practice based learning, team teaching, SITT team, model lesson, pupil participation, health and environment, inclusiveness and use of local materials.

The project has picked two topics in Mathematics which are Geometry and Algebra as the ones that trouble many learners in primary school not forgetting Science and Life Skills. However, as part of implementing STPDM project in Dar es Salaam region, a total of fifteen teachers, five headteachers and two Ward Education Officers (WEO) attended a one week Training of Teachers Programme held at DUCE campus where they were equipped with different skills to upgrade their profession.

The trainees were drawn from five primary schools located in Dar es Salaam which are Chang’ombe Demonstration Primary School, Temeke Primary School, Kibasila Primary School, Mgulani Primary School and Madenge Primary School.

In total, Tanzania is implementing STPDM project in 35 Primary Schools scattered in seven regions which are Dar es Salaam (Temeke – DUCE), Coast Region (Mkuranga – Vikindu TC), Morogoro (Morogoro MC – Morogoro TC), Singida (Iramba – Kinampanda TC), Dodoma (Kondoa DC – Bustani TC), Arusha (Meru DC – Patandi TC) and Kilimanjaro (Moshi DC – Singachini TC).

However, in his closing remarks of the training, Temeke District Education Officer (Primary Education) Mr Mshana Kiwia who was the guest of honour called on the beneficiaries to apply on the ground whatever they had learnt.

“We will make close follow-ups to ensure that you are implementing well what you have grasped here and that you are making positive impact in using the acquired skills to eliminate teaching, learning setbacks,” he said.

He also thanked DUCE management for organising well the training saying teachers needs to be empowered a lot for the sake of facilitating teaching efficiency.

“I call upon my fellow teachers to go out there and make a difference with what you have been taught here… most of our pupils at school have potential to excel in education hence, play your part to support them and make their dreams come true,” he said.

However, on the last day of the training, beneficiaries were also equipped with some entrepreneurship skills on how they can perform side hustles while at the same time engaging in their teaching profession.

Dr Katherine Fulgence from DUCE who is the Principal Investigator (PI) of the project urged the trainees to always search for available business opportunities as one way to cement their income generation.

“If you are interested to do business, be ready to take calculated risks and always have an escape plan whenever you face challenges along the way…things do not necessarily move on straight line in business.

“Always search for extra economic opportunities which are plenty out there, do not be satisfied living in a comfort zone but rather, have something to do outside your teaching profession for your own benefit,” she said.

Speaking on behalf of DUCE management was the university’s Director of Research and Innovation Dr Florence Kyaruzi who invited stakeholders, including the Temeke District Management to team up with DUCE researchers and scholars to address societal problems.

He also seized the platform to urge the trainees to put in practice whatever they have learnt throughout the workshop and ensure that they make a difference.

“I know that what you have acquired cannot solve everything but at least, you have somewhere to begin unlike those who did not have an opportunity to attend to this type of training.

“Always, thrive to start with what you have and gradually you will be able to go up and reach the intended targets…expand the knowledge you have gained by sharing with your colleagues at your respective schools,” he said.

Dr Kyaruzi, who is also STPDM Gender Equality and Social Inclusion (GESI) Project Officer further assured the guest of honour that DUCE is always ready to welcome him in case he needs any support that can help to sharpen the education sector in the country.

Again, he emphasised on the importance for teachers to prepare inclusive lesson plan that equitably takes into account the needs of both gender and learners with disability or special needs without segregating anyone.

“We want this project to benefit both male and female pupils including learners with special needs and you should always ask for feedback from them afterwards as to whether they have understood the lesson or not,” he added.

In the same token, the project’s Communications Officer Dr Patrick Kavenuke who was among the facilitators of the training revealed that the workshop focused much on teaching methodologies.

“We highly specialised on Mathematics, Science and the integration of Life Skills as well as Information and Communication Technology (ICT) when teaching.

“In Mathematics, we focused on how to simplify the teaching of Geometry and Algebra because stakeholders during baseline study findings, they reported that these two topics are the most difficult ones for pupils to understand.

“In science, people we interviewed during the baseline study disclosed that they have problems in internet, spreadsheet, classification, light and energy.

“While in Life Skills, we realised that both teachers and pupils lack personal skills, social skills, cognitive skills, entrepreneurship skills, vocational skills, health education and teachers well-being not forgetting financial literacy.

“So, throughout the week-long training, we were figuring out on how to simplify these topics which are perceived as difficult so that when they go to their respective schools, they can easily teach them and let their pupils understand the lessons,” he remarked.

He further elaborated that they taught the teachers on how to make sanitary pads using readily available resources whereas on health, education and environment, he said they mathematised the surrounding environment of DUCE to make it look beautiful.

One of the beneficiaries of the workshop Philipina Mndeme, a science teacher at Chang’ombe Demonstration Primary School disclosed that the training was essential as they grasped important skills that will add value to their teaching profession.

“Personally, there are many things I have learnt like how to make the sanitary pads which is a very important skill as well as on how to integrate ICT in teaching science subjects.

“I call upon organisers of these workshops to continue feeding us with knowledge on how to improve our teaching proficiency bearing the fact that we are living in a dynamic world with new things emerging frequently,” she noted.

Also, another trainee Felician Philipo, a standard seven Mathematics teacher at Mgulani Primary School admitted that Geometry and Algebra are the topics that many pupils experience difficulty in understanding.

“But, through SITT model that we have acquired during the training, I am confident that they will now be able to understand well these complex topics because of the new teaching methodologies we have gained.

“We have also learnt about teamwork such that two or more teachers can teach one subject together during the same period while previously, it was not possible to conduct such a thing… so, all these are going to be a catalyst of bringing the demanded changes in Mathematics teaching and learning,” he said.